Abstract The concept and design of urban spaces following the standard of hegemonic individuals is criticized by alternative lines of thought which conceive cities on the basis of human diversity. Such objections, however, disregard the fact that those individuals, as a primary distinctive feature, belong to the homo sapiens species, which has implications since the conception of territory and urban space is centered around those individuals. At the outset, this last aspect appears to be dilemmatic as we live among individuals forming part of different biological groups. Due to this fact, the aim of this essay is to analyse the concept of critical urban planning that takes a more intersectional and non-anthropocentric approach. I accordingly support the theories on disability which raise objections to the traditional urban planning framework based on city dwellers. I shall therefore critically consider the capacity-model reference, stating the anthropocentric reasons to reject the traditional way of thinking. I shall base my arguments on the reasons underlying the traditional framework, being speciesist in nature from the point of view of animal ethics, which actively interact with the notion of ableism based on a crip animal approach. Finally, I shall consider the political changes supporting the latest reflections related to animal rights, with a view to depicting their implications in the context of urban planning.

Resumen Los espacios urbanos responden a un modelo de sujeto hegemónico que es criticado por distintas corrientes que abogan por ciudades pensadas desde la diversidad humana. Sin embargo, esas objeciones suelen llevarse a cabo sin cuestionar que el primer rasgo de aquel sujeto es su pertenencia a la especie homo sapiens y que, en consecuencia, la cuestión tanto territorial como de la urbe se centra en él. Esto es problemático, ya que convivimos con individuos de diferentes grupos biológicos. A raíz de ello, mi objetivo es plantear la necesidad de un urbanismo crítico, interseccional y no antropocéntrico. Con ese fin, selecciono los cuestionamientos que recibe el modelo tradicional de habitante urbano por parte de las teorías de la discapacidad. Me detendré en el carácter capacitista del prototipo de referencia y las razones antropocéntricas que se emplean para su rechazo. Luego, argumentaré que esos motivos son especistas desde la perspectiva de la ética animal e interactúan con el capacitismo a la luz del enfoque animalista crip. Por último, daré paso al giro político para los derechos de los animales con la intención de exhibir sus implicancias en materia de urbanismo.

Abstract This narrative review aims to analyze the literature on Collective Health to recognize what has been discussed in Popular Health Education (PHE) from 2019 to 2022. Fifty-nine articles were selected, critically analyzed, and separated into six summary categories: popular education practices as promoters of a participatory vision of health; popular education and the valorization of local popular culture knowledge and practices; popular health education as a strategy to support social reconstruction in the face of setbacks in public policies; the importance of national articulation in popular education as a response to its devaluation; popular education as a liberating project thinking about the democratic formation and the fight against institutional and structural violence; popular education in the university health training process. We achieved significant results that elucidate the importance of PHE within the Unified Health System and the academic education of health professionals, fostering respect for ancestral knowledge and care horizontality. We also reaffirm the need for national articulation and dialogue with grassroots movements to advance Brazil’s emancipatory and dignifying health agenda. (PHE 201 2022 Fiftynine Fifty nine selected analyzed categories policies devaluation violence process professionals horizontality Brazils Brazil s agenda 20 202 2

Resumo Esta revisão narrativa tem por objetivo analisar a literatura no âmbito da Saúde Coletiva no intento de reconhecer o que se tem discutido em Educação Popular em Saúde (EPS) entre 2019 e 2022. Após busca, 59 artigos foram selecionados, analisados criticamente e separados em seis categorias-síntese: as práticas de educação popular como promotoras de uma visão participativa da saúde; educação popular e a valorização dos saberes e práticas da cultura popular local; a educação popular em saúde como estratégia de apoio à reconstrução social ante aos retrocessos nas políticas públicas; a importância da articulação nacional em educação popular como resposta à sua desvalorização; a educação popular como projeto libertador pensando a formação democrática e luta contra violências institucionais e estruturais; educação popular no processo de formação universitária em saúde. Pôde-se obter importantes resultados que elucidam a importância da EPS no contexto do Sistema Único de Saúde e na formação acadêmica de profissionais da saúde, favorecendo o respeito aos saberes ancestrais e a horizontalidade do cuidado. Ainda, reafirma-se a necessidade de articulação nacional e dialogada com os movimentos populares para o avanço de uma agenda emancipadora e dignificante da saúde no Brasil. (EPS 201 2022 busca 5 selecionados categoriassíntese categorias síntese categorias-síntese local públicas desvalorização estruturais Pôdese Pôde cuidado Ainda reafirmase reafirma Brasil 20 202 2

Resumo Esta revisão narrativa tem por objetivo analisar a literatura no âmbito da Saúde Coletiva no intento de reconhecer o que se tem discutido em Educação Popular em Saúde (EPS) entre 2019 e 2022. Após busca, 59 artigos foram selecionados, analisados criticamente e separados em seis categorias-síntese: as práticas de educação popular como promotoras de uma visão participativa da saúde; educação popular e a valorização dos saberes e práticas da cultura popular local; a educação popular em saúde como estratégia de apoio à reconstrução social ante aos retrocessos nas políticas públicas; a importância da articulação nacional em educação popular como resposta à sua desvalorização; a educação popular como projeto libertador pensando a formação democrática e luta contra violências institucionais e estruturais; educação popular no processo de formação universitária em saúde. Pôde-se obter importantes resultados que elucidam a importância da EPS no contexto do Sistema Único de Saúde e na formação acadêmica de profissionais da saúde, favorecendo o respeito aos saberes ancestrais e a horizontalidade do cuidado. Ainda, reafirma-se a necessidade de articulação nacional e dialogada com os movimentos populares para o avanço de uma agenda emancipadora e dignificante da saúde no Brasil.

Abstract This narrative review aims to analyze the literature on Collective Health to recognize what has been discussed in Popular Health Education (PHE) from 2019 to 2022. Fifty-nine articles were selected, critically analyzed, and separated into six summary categories: popular education practices as promoters of a participatory vision of health; popular education and the valorization of local popular culture knowledge and practices; popular health education as a strategy to support social reconstruction in the face of setbacks in public policies; the importance of national articulation in popular education as a response to its devaluation; popular education as a liberating project thinking about the democratic formation and the fight against institutional and structural violence; popular education in the university health training process. We achieved significant results that elucidate the importance of PHE within the Unified Health System and the academic education of health professionals, fostering respect for ancestral knowledge and care horizontality. We also reaffirm the need for national articulation and dialogue with grassroots movements to advance Brazil’s emancipatory and dignifying health agenda.

ABSTRACT This work results of a qualitative research study conducted through document analysis, primarily grounded in Education in Science theorists from various backgrounds, under the interdisciplinary perspective of Applied Linguistics (AL). It investigates a set of activities proposed and implemented in the teaching of academic writing from 2011 to 2021 within the context of the Interdisciplinary Higher Education Program (ProFIS) at the State University of Campinas (Unicamp). The objective was to identify evidence of pedagogical work with practices and knowledge related to the sciences and to critically examine representations and discourses about sciences based on didactic activities in a linguistic education component of the mentioned program. The results revealed possibilities to broaden approaches that promote scientific education, particularly through didactic strategies that more directly involve students in investigative practices or scientific thinking. Additionally, it presents a highly fertile context for showcasing research conducted by scientists in the field of linguistic studies or applied linguistics, emphasizing the commitment of research conducted there to ever-emerging investigative demands in society. analysis backgrounds AL. AL . (AL) 201 202 ProFIS (ProFIS Unicamp. Unicamp (Unicamp) program thinking Additionally linguistics everemerging ever emerging society (AL 20 (Unicamp 2

RESUMO Este trabalho é resultado de uma pesquisa qualitativa, realizada a partir de análise documental, embasada principalmente em teóricos da Educação em Ciência de origem diversa, sob a perspectiva indisciplinar da Linguística Aplicada (LA). Investiga-se um conjunto de atividades propostas e aplicadas no ensino de escrita acadêmica, no período de 2011 a 2021, no contexto do Programa de Formação Interdisciplinar Superior (ProFIS) da Universidade Estadual de Campinas (Unicamp). O objetivo foi identificar evidências do trabalho pedagógico com práticas e conhecimentos atrelados às ciências, e problematizar representações e discursos sobre ciências, a partir de atividades didáticas do componente curricular dedicado à educação linguística no programa mencionado. Como resultados, divisaram-se possibilidades de se ampliarem as abordagens promotoras da educação científica, principalmente mediante encaminhamentos didáticos que envolvam mais diretamente os estudantes em práticas investigativas ou no pensar cientificamente. Além disso, vê-se um contexto bastante fecundo para se dar visibilidade às pesquisas realizadas por cientistas no campo dos estudos linguísticos ou linguísticos aplicados, realçando-se o compromisso de pesquisas aí realizadas com demandas investigativas sempre emergentes na sociedade. qualitativa documental diversa LA. LA . (LA) Investigase Investiga acadêmica 201 2021 ProFIS (ProFIS Unicamp. Unicamp (Unicamp) ciências mencionado resultados divisaramse divisaram científica cientificamente disso vêse vê aplicados realçandose realçando sociedade (LA 20 202 (Unicamp 2

In this contribution, I aim to make sense of the (somewhat) uncommon and disturbing phenomenon of maternal filicide within a broader context of the so-called neglected discourse of the mother in the West. Contemporary examples of countries where maternal filicide have been recorded are Germany, South Africa, the United States and New Zealand and these instances are recounted in the introduction to illustrate the cross-cultural and transnational nature of the problem, as well as the fact that its universal appearance allows for a justifiable feminist methodology. In order to justify a cross-cultural methodological angle, I analyse four recent examples or case studies of maternal filicide in an attempt to isolate the underlying factors contributing to this horrific social phenomenon. My conclusion is that although structural realities (material and/or emotional bereftness) were the major or ultimate reasons which led to the final decision to execute, it is (neoliberal) patriarchy, and the values ensconced within this framework, that ultimately set the stage for the countdown. Apart from my brief investigation of Kristeva's (2002b) notion of abjection, in order to grasp her thinking in the context of an especially Western feminist paradigm, I also consider other theoretical models in this regard. This is an important consideration since it is in my view difficult to understand the construct of motherhood without the benefit of a wider appreciation of a general scholarship on the topic. My intention is to critically assess the myths about the social construct of motherhood, namely that such construct is in no way "natural" in the sense in which patriarchy would have us believe. These additional theoretical suggestions include a feminist appreciation of the fractured mother-daughter relationship and Hrdy's (2000) insight that women's unbounded, prehistoric sexuality had been repurposed in order to refashion motherhood as "natural". In particular, I argue, by analogy of Blumberg's (2009) notion of freaks in evolutionary biology, that the social construct of motherhood and areas of exhaustion in such a biology, evince structural similarities; since patriarchal forms of oppression force women as mothers to operate outside the boundaries of conventional social norms. I tender these considerations with the aim of reaching a more nuanced understanding of the concept of motherhood's political and ideological underpinnings. As such, I employ a feminist methodology within a transnational theoretical framework in view of motherhood being a cross-cultural phenomenon. Even though a number of theoretical trajectories are considered and employed, I argue that this approach is in fact one of the strengths of this contribution since the proliferation of feminist theoretical perspectives has been seen as being conducive to the feminist project's open-endedness, rather than patriarchy's attempt to close off the debate, as my analogous exploration of the historical course of motherhood demonstrates. I argue that this phenomenon can only be understood properly within the wider context of motherhood as a cultural, political and ideological construct with nuanced and complicated underpinnings. In this way, an indirect approach is likely to show up insights which a direct method would miss or underappreciate. I reach the conclusion that maternal filicide, significantly even as transnational, cross-cultural phenomenon, finds credible explanation in Blumberg's (2009) concept of evolutionary exhaustion. I further argue that the neglect of discourse on the mother, as Kristeva (1982) presciently pointed out, is by design, since the alternative, its proliferation, could and almost certainly would lead to the demise of m/otherhood.

In hierdie bydrae poog ek om sin te maak van die verontrustende verskynsel van kindermoord deur die moeder binne die breër konteks van die verwaarloosde diskoers oor die moeder in die Weste. Afgesien van my vlugtige naspeuring van Kristeva (2002b) se begrip van abjeksie, ondersoek ek ook ander teoretiese voorstelle in hierdie verband. Ek beoog om die mite van 'n vanselfsprekende moederskapsinstink krities te beoordeel, naamlik dat dit geensins natuurlik van aard is nie. Hierdie aanvullende teoretiese voorstelle dui op 'n feministiese invalshoek en Hrdy (2000) se insig dat vroue se prehistoriese ongebonde seksualiteit geherkanaliseer is ten einde moederskap as "natuurlik" weer te gee. Ek speur hierdie motiverings na ten einde 'n meer genuanseerde begrip van sodanige politieke en ideologiese onderbou te bereik. Ek wend my dus tot 'n feministiese metodologie en, gesien in die lig van die kruiskulturele strekking van die begrip moederskap, begrond ek my benadering op 'n sodanige onderbou. Ten einde 'n kruiskulturele raamwerk te regverdig, ontleed ek vier onlangse voorbeelde van kindermoord deur die moeder soos wat die verskynsel in verskillende kulture afgespeel het. Aangesien kindermoord deur die moeder 'n kruiskulturele verskynsel is, betoog ek dat transnasionale teorie waardevol is vir 'n ontplooiing van en besinning oor hierdie aangrypende en ontstellende verskynsel. Die gevolgtrekking waartoe ek kom, is dat kindermoord deur die moeder beduidend aansluiting vind by Blumberg (2009) se begrip evolusionêre uitputting en ek betoog dat die verwaarlosing van die diskoers oor die moeder, soos Kristeva (1982) ook indirek aandui, opsetlik is, aangesien dit andersins aanleiding sou kon gee tot 'n beëindiging van moederskap as 'n praktykinstelling. It is a beleaguered time for those of us who believe in the right of intellectuals, artists and ordinary, affronted citizens to push boundaries and take risks and so, at times, to change the way we see the world. - Salman Rushdie (2021:219)

La literatura de cordel es un género literario popular con raíces en el nordeste brasileño. Con el propósito de desarrollar metodologías participativas, en el contexto de una asignatura en el postgrado stricto sensu en Salud Colectiva, se elaboró un folleto inspirado en la obra “A Elite do Atraso: da escravidão a lava-jato” del sociólogo brasileño Jessé Souza. El objetivo fue presentar los capítulos del libro en forma de recital, utilizando la literatura de cordel, para discusión del tema de forma dinámica en espacios de producción de conocimiento en los campos de la educación y de la salud. La obra construida retrata, de forma crítica, la construcción histórica de Brasil por medio de su cuna, con base en las injusticias sociales traídas por los colonizadores, formulada por la esclavitud que hoy día reverbera de forma actualizada en la crisis política, económica y de clases. participativas Colectiva A Atraso lavajato lava jato lava-jato Souza recital salud retrata crítica cuna colonizadores política clases

Cordel literature is a popular literary genre with roots in the northeast of Brazil. With the aim of developing participatory methodologies for a subject on a Master’s degree in Public Health, we produced a pamphlet inspired by the book “A Elite do Atraso: da escravidão a lava-jato” (The Elite of Backwardness: from slavery to the car wash scandal), by Brazilian sociologist Jessé Souza. The aim of the pamphlet was to present each of the chapters of the book in the form of a recital using cordel literature to promote dynamic discussion of the theme in spaces of knowledge production in the fields of health and education. The pamphlet critically depicts the historic construction of Brazil from the cradle, grounded on social injustice brought by the colonizers and shaped by slavery, which continues to reverberate today, reframed through the political, economic and class crisis. Masters Master s Health A Atraso lavajato lava jato lava-jato Backwardness scandal, scandal , scandal) Souza education cradle today political crisis

A literatura de cordel é um gênero literário popular com raízes no Nordeste brasileiro. Com o propósito de desenvolver metodologias participativas, no contexto de uma disciplina na Pós-Graduação stricto sensu em Saúde Coletiva, elaborou-se um folheto inspirado na obra “A Elite do Atraso: da escravidão à lava-jato” do sociólogo brasileiro Jessé Souza. O objetivo foi apresentar os capítulos do livro em forma de recital, utilizando a literatura de cordel, para discussão do tema de forma dinâmica em espaços de produção de conhecimento nos campos da Educação e da Saúde. A obra construída retrata, de forma crítica, a construção histórica do Brasil mediante seu berço, pautada nas injustiças sociais trazidas com os colonizadores, formuladas pela escravidão que hoje reverbera de forma atualizada nas crises política, econômica e de classes. participativas PósGraduação Pós Graduação Coletiva elaborouse elaborou se Atraso lavajato lava jato lava-jato Souza recital retrata crítica berço colonizadores política classes

Cordel literature is a popular literary genre with roots in the northeast of Brazil. With the aim of developing participatory methodologies for a subject on a Master’s degree in Public Health, we produced a pamphlet inspired by the book “A Elite do Atraso: da escravidão a lava-jato” (The Elite of Backwardness: from slavery to the car wash scandal), by Brazilian sociologist Jessé Souza. The aim of the pamphlet was to present each of the chapters of the book in the form of a recital using cordel literature to promote dynamic discussion of the theme in spaces of knowledge production in the fields of health and education. The pamphlet critically depicts the historic construction of Brazil from the cradle, grounded on social injustice brought by the colonizers and shaped by slavery, which continues to reverberate today, reframed through the political, economic and class crisis.

A literatura de cordel é um gênero literário popular com raízes no Nordeste brasileiro. Com o propósito de desenvolver metodologias participativas, no contexto de uma disciplina na Pós-Graduação stricto sensu em Saúde Coletiva, elaborou-se um folheto inspirado na obra “A Elite do Atraso: da escravidão à lava-jato” do sociólogo brasileiro Jessé Souza. O objetivo foi apresentar os capítulos do livro em forma de recital, utilizando a literatura de cordel, para discussão do tema de forma dinâmica em espaços de produção de conhecimento nos campos da Educação e da Saúde. A obra construída retrata, de forma crítica, a construção histórica do Brasil mediante seu berço, pautada nas injustiças sociais trazidas com os colonizadores, formuladas pela escravidão que hoje reverbera de forma atualizada nas crises política, econômica e de classes.

La literatura de cordel es un género literario popular con raíces en el nordeste brasileño. Con el propósito de desarrollar metodologías participativas, en el contexto de una asignatura en el postgrado stricto sensu en Salud Colectiva, se elaboró un folleto inspirado en la obra “A Elite do Atraso: da escravidão a lava-jato” del sociólogo brasileño Jessé Souza. El objetivo fue presentar los capítulos del libro en forma de recital, utilizando la literatura de cordel, para discusión del tema de forma dinámica en espacios de producción de conocimiento en los campos de la educación y de la salud. La obra construida retrata, de forma crítica, la construcción histórica de Brasil por medio de su cuna, con base en las injusticias sociales traídas por los colonizadores, formulada por la esclavitud que hoy día reverbera de forma actualizada en la crisis política, económica y de clases.

In applying the collective mind to challenges in higher education, there is hope for innovative solutions. HELTASA's approach to adapting the unconference methodology during the annual learning and teaching (un)conference in 2021 demonstrated its vision to reflect on a re-imagined inclusive higher education using the questions: Sivela phi? (where do we come from?), Si phi? (where we are?), and Siya phi? (where are we going?). This paper reflects on how the unconferencing methodology was used as a cultural disrupter during the HELTASA's (un)conference. We identify with 'culture' as emphasising active meaning-making instead of unchanging, static ideas by homogenous groups. 'Culture' is dynamic, and it changes over time. In the context of unconferencing methodology, cultural disruption refers to a deliberate effort to challenge and disrupt traditional cultural norms and values to promote greater inclusivity, diversity, creativity and problem-solving. The unconference is intended to disrupt current thinking and practices in conferences and open higher education spaces for creative, critical dialogue and innovation. Cultural disruption plays a transformative role in deconstructing established norms of knowledge, identity, and practices within higher education. The unconference seeks to challenge the prevailing power dynamics inherent in higher education and mirrored in traditional conferences by adopting a participant-driven and focused approach. The unconference supports the notion of collective thinking or collaboration, which re-frames knowledge boundaries as dynamic inter-relationships with due weight given to reflective ways of knowing (Brown, 2015). This paper uses the Reflection and Critical Thinking Model by Mugumbate, et al. (2021) as a framework to explore and understand how cultural disruptions were implemented and experienced during the planning and execution of the (un)conference itself. This paper critically reflects on the HELTASA (un)conference Call, cultural representations, presentation types, and structure of the unconference to share possible cultural disruptions. This paper's reflections delve into the effectiveness of unconferencing in higher education as a potent tool for cultural disruption in relation to power dynamics, participation, individual and collective thinking, and the imperative of amplifying diverse voices. Unconferencing, through its disruption of cultural norms and values, can promote greater innovation and creativity by enabling the incorporation of a wider range of perspectives and ideas. Additionally, unconferencing can create more inclusive and equitable spaces where traditionally marginalised voices are provided a platform to be heard and represented.

ORIENTATION: Industrial Psychologists (IPs) could significantly benefit from integrating neuroscientific evidence into their practices, provided they critically engage with scholarly research rather than rely on unsupported assertions. RESEARCH PURPOSE: The study aimed to assess the prevalence of neuroscientific misconceptions among IPs, student psychologists, and intern psychologists in South Africa as well as advocate for enhanced foundational knowledge in applied organisational neuroscience within industrial psychology. MOTIVATION FOR THE STUDY: The emerging field of organisational neuroscience, which applies brain science to workplace behaviour, is particularly vulnerable to misconceptions that could hinder its development. RESEARCH APPROACH/DESIGN AND METHOD: Using a cross-sectional survey, this research evaluated the knowledge of neuro misconceptions at one point in time within a convenience sample of (n = 98), consisting of registered student psychologists (n = 7; 7%), intern psychologists (n = 8; 10%), and IPs (n = 83; 85%). MAIN FINDINGS: Results indicated that this sample endorses many neuromyth conceptions. There was significant disparity in the endorsement of misconceptions between those with and without neuroscientific training, highlighting a knowledge gap. PRACTICAL/MANAGERIAL IMPLICATIONS: These findings underscore the necessity for improved education in applied organisational neuroscience among IOPs, suggesting integration into training and education programs. CONTRIBUTION/VALUE-ADD: This pioneering study in South Africa emphasises the role of general knowledge, specific training in applied organisational neuroscience, and critical thinking in psychological research as key to combating neuromyths, marking a meaningful contribution to the field.

Resumo: Este artigo parte da discussão de Rawls e Habermas sobre a interação entre realismo político e normatividade para responder a uma pergunta fundamental na filosofia política contemporânea. Quão realista é uma teoria normativa da política que critica ou rejeita muitos compromissos religiosos, filosóficos e metafísicos profundos? Rawls sustenta que a teoria política adquire realismo e objetividade quando se abstém de se pronunciar sobre teorias metafísicas (não-metafísica). Habermas argumenta que o realismo surge quando a teoria política embate com teorias metafísicas e prioriza a práxis sobre a metafísica (pós-metafísica). O artigo examina criticamente as objeções de Rawls ao conteúdo metafísico, à falta de interesse prático e à instabilidade dos fundamentos da teoria democrática de Habermas. Enfrentando essas objeções, defende-se o maior realismo político da abordagem normativa pós-metafísica. Resumo contemporânea religiosos profundos nãometafísica. nãometafísica não . (não-metafísica) pósmetafísica. pósmetafísica pós (pós-metafísica) metafísico defendese defende metafísica. pós-metafísica (não-metafísica (pós-metafísica

Abstract: This article engages with the discussion between Rawls and Habermas concerning the interplay of political realism and normativity to address a fundamental question in contemporary political philosophy. How realistic is a normative theory of politics that critiques or rejects many deep religious, philosophical, and metaphysical commitments? Rawls contends that political theory achieves realism and objectivity by avoiding pronouncements on metaphysical theories (non-metaphysical). In contrast, Habermas argues that realism emerges when grappling with metaphysical theories and prioritizing praxis over metaphysics (post-metaphysical). The article critically examines Rawls’s objections to metaphysical content, lack of practical interest, and the instability of the foundations of Habermas’s democratic theory. By addressing these objections, it advocates for the greater political realism of the post-metaphysical normative approach. Abstract philosophy religious philosophical commitments nonmetaphysical. nonmetaphysical non . (non-metaphysical) contrast postmetaphysical. postmetaphysical post (post-metaphysical) Rawlss s content interest Habermass approach (non-metaphysical (post-metaphysical

This analysis critically examines inclusive education (IE) policies in South Africa within global frameworks. Drawing on Nancy Fraser's (2008) theory of social justice, which includes recognition, redistribution, and representation, the study explores the thinking and assumptions behind policymaking and how these affect the complexities of implementing IE-particularly regarding diverse student needs and identities. Furthermore, it analyses how the policies aspired to equitable resource allocation and democratic participation (representation) within schools. The study employs Bacchi's (2009) "What's the problem represented to be?" (WPR) approach to trace the evolution of policies for IE from Education White Paper 6 (Department of Education, 2001) to a recent assessment, the Department of Basic Education's progress report on inclusive education (Parliamentary Monitoring Group, 2023). By analysing underlying assumptions in these policies, the WPR approach helps expose the intended goals and their practical implications for schools. This work enriches the discourse on educational equity and social justice by illuminating the challenges of operationalising IE in diverse contexts. It further examines how policy assumptions, as framed by the WPR approach, can hinder or facilitate achieving genuine inclusion. By exploring these complexities, the study offers valuable insights for fostering inclusive educational environments that align with global aspirations while acknowledging unique South Africa realities.

This article explores the idea and articulation of place in Taylor Sheridan's western series 1883 and Yellowstone. Through narrative and genre analysis, we critically compare these two series to demonstrate that genre semantics combine in a particular series-specific syntax to articulate place differently. Our thinking on place and adjacent concepts of trails and knots, inhabiting and occupation, as well as the differentiation between place as object and place as event, is primarily informed by the scholarship of Tim Ingold. We argue that these series ' specific and gendered articulations of place are meaningfully linked to each series' protagonist, Elsa Dutton and John Dutton respectively. Finally, we suggest that the two series generate an additional western-genre binary that we base on Ingold's work: occupation (particular to Yellowstone) vs. inhabiting (specifically in 1883). The Yellowstone character Beth Dutton notably reifies this binary. Yellowstone, here framed as post-heydey western, postwestern and post-Western, articulates place as nostalgic and static compared to 1883''s more expansionist and dynamic iteration of place.

The Zondo Commission's report of 2022 plays a decisive role in the motivation to write the article. Considering recent political developments in South Africa, specifically the uprising of violent protests on grassroots level in many townships, it has become paramount for research in theology, specifically, the branches of practical and pastoral theology, to give thorough attention to the following research questions: How can the discipline of pastoral care contribute to social change on grassroots level as well as promote the spiritual healing of communities exposed to constant forms of violence? How does the quest for social and community transformation impacts on theory formation in the discipline of pastoral caregiving? The article takes up the challenge posed by Desmond Tutu: Change the Rainbow Nation into a compassionate society. What will be the implication for pastoral caregiving and the ecclesial ministry? A trans-epistemological analysis of the notion of democracy has been performed. The root of democratic thinking is revisited and critically analysed by means of Plato's radical critique on the 'democratic type'. While taking the mad option of Desmond Tutu seriously, it becomes obvious that pastoral caregiving should shift from a problem-solving approach to a community engagement approach. This approach should explore the irrational option of an ethos of sacrifice, based on divine madness. Paul calls this spiritual option: The weakness and foolishness of God (1 Cor 1:18-25). The divine sacrificial option implies the radical engagement of a theology of pastoral madness. CONTRIBUTION: My choice for a praxis approach to human suffering within contexts of civil societal unrest and demeaning forms of social stigmatisation like xenophobia, is the transformation of ecclesial and ministerial paradigms emanating from cathedral thinking (churches as demonstration of clerical power and abstract liturgies) into xenodochia thinking: Churches as safe havens (xenodochia) for the stigmatised outsiders in civil society. In this regard, the theological notion of the folly of God, should serve as the Christian spiritual cornerstone for implementing the concept of God as Friend and Partner or Host for Life. The latter is our choice for the madness of pastoral engagements in civil society. The sacrificial grace of God illustrates sheer divine irrationality: xenophilia as xenodochia.

RESUMEN: Este estudio explora la escritura académica divergente en relación con las disciplinas literarias y de la imagen. Lo hará en el ámbito de la lectura y respuesta a material narrativo en el contexto de la clase de literatura en inglés como lengua extranjera en la Universidad Nacional de Río Cuarto (Argentina), la forma argumentativa ensayística es frecuentemente privilegiada como respuesta de lectura crítica. La propuesta de trabajo que se llevó adelante bajo la forma de proyecto de extensión tuvo como objetivo pensar formas otras de respuesta crítica a textos literarios. Los cruces palabra-imagen dieron forma a un proyecto de reescritura en clave transpositiva que se concretó en la realización audiovisual de un cortometraje como adaptación cinematográfica.

ABSTRACT: This study explores divergent academic writing in relation to the fields of literary and image studies. Reading and responding to narratives in the context of the English Literature classroom as Foreign Language at Universidad Nacional de Río Cuarto (Argentina) tends to prioritize argumentative essay writing as the privileged genre for critical reading response. The proposal in this paper introduced was conducted as an extension project that had as a main objective thinking on other ways to critically comment on literary pieces. The junction between word and image gave way to a writing project with transposition at its center that materialized in the audiovisual production of a short movie as film adaptation.

Resumen El artículo parte de la pregunta: ¿cómo pueden las bibliotecas fomentar y mediar en el uso de la información para que los individuos la apliquen críticamente en favor de su transformación, inclusión y justicia cultural, social, informacional, cívica y laboral? El objetivo es comprender cómo la Alfabetización informacional y la Mediación Informativa, como Acciones de Interferencia Crítica, cristalizan en acciones prácticas ofrecidas por las bibliotecas a partir de los informes del Mapa de Bibliotecas del Mundo de la Federación Internacional de Asociaciones e Instituciones Bibliotecarias en el ámbito de los Objetivos de Desarrollo Sostenible (ODS) 4 - Educación de Calidad de la Agenda 2030 de Naciones Unidas. Para ello, consultamos 8 iniciativas relacionadas con el ODS 4 de la Sección de Historias de los Objetivos de Desarrollo Sostenible del Mapa de la Biblioteca del Mundo de IFLA y las interrelacionamos con los temas sobre Alfabetización informacional y Mediación, lo que nos reveló que ambas, como Acciones de Interferencia Críticas, en el ámbito de la práctica, cristalizan en la concepción de cultura en la que las acciones educativas para el desarrollo/mejora de conocimientos, habilidades, actitudes y valores están en consonancia con lo que representa y lo que tiene sentido, valor y trascendencia cultural y social para el asignaturas. En la práctica, las Acciones de Interferencia Crítica se configuran como actividades educativas integradoras, mediadoras y formativas que tienen en cuenta la cultura de la persona. Esto significa que la elección de enfoques didáctico-pedagógicos, tipo de contenidos (temas), recursos, espacios, materiales, entre otros, son elementos que deben tocar las prácticas culturales de las personas, para que las acciones mediadas por la Alfabetización informacional tengan significado para su aprendizaje, brindándoles criticidad, inclusión, justicia social, educativa, cívica y laboral y transformación social.

Abstract The article seeks to answer the question: how can libraries encourage and mediate the use of information so that individuals apply it critically in favor of their transformation, inclusion and cultural, social, informational, civic and labor justice? The objective is to understand how Information Literacy and Information Mediation, as Critical Interference Actions, crystallize into practical actions offered by libraries based on reports from the Library Map of the World of the International Federation of Library Associations and Institutions within the scope of Sustainable Development Goal (SDG) 4 - Quality Education of the United Nations 2030 Agenda. To this end, we consulted 8 initiatives related to SDG 4 from the Sustainable Development Goals Stories Section of IFLA’s Library Map of the World and interrelated them with the themes on Information Literacy and Mediation, which revealed to us that both, as Critical Interference Actions , in the scope of practice, crystallize in the conception of culture in which educational actions for the development/improvement of knowledge, skills, attitudes and values are in line with what represents and what has meaning, value and cultural and social significance to the subjects. In practice, Critical Interference Actions are configured as integrative, mediating, formative educational activities that take into account the person’s culture. This means that the choice of didactic-pedagogical approaches, type of content (themes), resources, spaces, materials, among others, are elements that must touch on people's cultural practices, so that the mediated actions of Information Literacy have meaning and meaning for their learning, providing them with criticality, inclusion, social, educational, civic and labor justice and social transformation.

Resumo O artigo parte da questão: como as bibliotecas podem fomentar e mediar o uso da informação para que os sujeitos a apliquem criticamente a favor de sua transformação, inclusão e justiça cultural, social, informacional, cívica e laboral? Traçamos como objetivo compreender de que maneira a Competência em Informação e a Mediação da Informação, como Ações Críticas de Interferência, cristalizam-se em ações práticas ofertadas por bibliotecas a partir dos relatos do Library Map of the World da International Federation of Library Associations and Institutions no âmbito do Objetivo de Desenvolvimento Sustentável (ODS) 4 - Educação de Qualidade da Agenda 2030 da Organização das Nações Unidas. Para tanto, consultamos 8 iniciativas referentes ao ODS 4 da Seção Sustainable Development Goals Stories do Library Map of the World da IFLA e as inter-relacionamos com as temáticas sobre Competência em Informação e Mediação, que nos revelou que ambas, como Ações Críticas de Interferência, no âmbito da prática, se cristalizam na concepção de cultura em que as ações educativas para o desenvolvimento/aprimoramento de conhecimentos, habilidades, atitudes e valores sejam consoantes ao que representa e ao que tem sentido, valor e significado cultural e social aos sujeitos. Na prática, as Ações Críticas de Interferência se configuram em atividades educacionais formativas integradoras mediadoras que levam em conta a cultura da pessoa. Isso significa que a escolha de abordagens didático-pedagógicas, tipo de conteúdo (temas), recursos, espaços, materiais e dentre outros, são elementos que devem tangenciar as práticas culturais das pessoas, de maneira que as ações mediadas de Competência em Informação tenham significado e sentido para sua aprendizagem, provendo-lhes criticidade, inclusão, justiça social, educacional, cívica e laboral e transformação social.